document resume texas education agency, …document resume ed 042 639 se 009 765 title institution...

DOCUMENT RESUME

ED 042 639 SE 009 765

TITLEINSTITUTIONPUB DATENOTE

EDRS PRICEDESCRIPTORS

ABSTRACT

[Conservation Units. ]Texas Education Agency, Austin.[70]45p.

EDRS Price MF-$0.25 HC-$2.35*Conservation Education, *Elementary Education,*Environmental Education, *Instruction,*Instructional Materials, InterdisciplinaryApproach, Teaching Guides

Each of the six instructional units deals with oneaspect of conservation: forests, water, rangeland, minerals(petroleum), and soil. The area of the elementary school curriculumwith which each correlates is indicated. Lists of general andspecific objectives are followed by suggested teaching procedures,including ideas for introducing the topic, questions to ask,demonstrations to perform, and evaluation methods. Where appropriate,reference to books, pamphlets, charts, films, and filmstrips forteacher reference or class use are provided. Specific examples givenare concerned with Texas situations. (AL)

An Instructional Unit

U.S, OIPAR1MINI Of KAM 1DUCATION I WI MPS

Of RE Of IDUCATION

DOC14111 MIS 111111 PIPPODUM SLIMY AS tfIllY10 ROM Mt

1115011 ON ORGINI/ATION ORIGINATING 11. ROINIS Of VIEW 01 OPINIONS

511110 00 101 111(ISSAISIT ItIPRISINT OffICIA1 Off1(1 Of IDUCATION

105111011 00 101.1(1.

How Nature Distributes Seeds On The Range

Primary Grades

Correlate with Science

Holi Nature Distributes Seeds

I. Area of Conservation involved: Range Conservation

II. Topic: How Nature Distributes Seeds

III. Objectives

A. General Objectives

1. To develop an understanding that conservation is the wiseuse of our natural resources

2. To develop an understanding of man's dependence upon naturalresources

3. To develop an understanding that all living things are inter-related and interdependent

I. To develop an understanding that the effectiveness of ourconservation program depends on the attitude of our citizens

B. Siecific Objectives

1. To develop a knowledge of range improvement methods

2. To develop a knowledge of what is meant by range conditions

3. To develop a knowledge of nature's way of distributing seeds

4. To develop an understanding of :he relationship betweenconservation of soil, water, and range

5. To develop an understanding of the economic value of ranges

IV. Introduction

A. Motivation

1. Bulletin board and other displays

2. Arrange information center

B. Questions designed to determine what students already know aboutrange vegetation

1. Have you ever seen a pasture or woodland in the spring?

2. What made it look so pretty and green?

3. Do you suppose someone planted those wildflowers, grasses,and trees so that we could enjoy them?

4. What do plants need to grow and be healthy?

5. How do new plants get started in an area?

C. Thought-provoking questions

1. What do you think our community and surrounding communitieswould look like if the only plants we had were those plantedand cared for by people?

2. Have you seen large areas of bare ground where no plants weregrowing? What was happening to the soil?

3. Where can you find seeds?

4. What plants were here when Columbus discovered America?

D. Films, Filmstrips, Slides, etc

1. "Wonders of Plant Growth", Churchill-Wexler FilmProduction - Film

2. "From Seeds to Plants", Gateway Production - Film

3. "Seeds Grow Into Plants", Coronet Instructions' Films - Film

4. "Finding Out How Plants Grow", Society for Visual Education -Filmstrip

5. "Let's learn About Seeds", McGraw-Hill Book Co. - Filmstrip

6. "How Seeds are Scattered", Young America Films - Film

7. "Seeds Travel", Jam Handy Organization - Filmstrip

E. Demonstrations and Laboratory Experiences

1. Show that seeds need water. Use two sponges. Place one in adish which has no water. Sprinkle grass seed or birdseed oneach sponge. Keep one sponge watered and the other dry.Watch what happens. Which one becomes a little seed garden?

2. Show that seeds need room to grow and be healthy. Plant adozen lima beans in a small flower pot. In another pot thesame size, plant only 3 or 4. Watch to see what happens whenthey come up and begin to grow. In the pot where so many seedswere planted, is there room for the plants to be healthy andgrow well? What would happen if all the seeds a plant producesfell at the spot where the plant is growing?

3. To show how seeds are carried by water. Pour water into atrough or ditch in which seeds have been placed. What happensto the seed?

2

4. To show that seeds falling in unfavorable places will not

survive. Place some seeds on a stone or brick which iskept moist, others on a dry stone, and others in a tumblerof water. Note that these seeds do not develop. Plant some

in dry send or clay. To check on this experiment, drop someseed in a long box of dry soil and water one end only to showthat only those seeds falling in favorable places will develop

5. Use a magnifying glass to see the little hooks and spines onseeds (beggar's lice, etc.) which cling to animals andclothing

6. Get an old birdie nest and water it for several days. Notethe plants that sprout

V. Body of the Unit

A. Procedure

1. Place colorful pictures of wildflowers and animals on thebulletin board and/or develop information center. Have asmany )oks about plants, seeds, and animals common to thecony ,ity as possible on display

2. Ask the questions designed to find out what the studentsknow about range vegetation

3. Present the thought-provoking questions

4. Originate activity program

5. Class discussion

6. Use audio-visual materials

7. Presentation of pupil demonstrations and laboratory experiences

8. Hake use of excursion method

a. Take a walk over the school grounds, a park, or a field.See how weeds and grasses have value in many places. Lookto see where they are actually helping to hold the soil.Ask the children to consider what would happen if theywere removed. Discuss the advisability of making a planto care for a spot before removing the weeds or grasses

b. Take an excursion around your neighborhood. Find seedsthat travel in different ways. Collect enough to make adisplay for the classroom

9. Evaluative effectiveness of unit

3

B. Content

I. Most plants have their seeds planted by some natural meansand grow without being cared for by people

2. Many seeds cannot grow well in one place

3. Seeds are moved about in many ways

4. They may grow far away from the parent plant

5. Soil, water, sunshine, and warmth are needed by plants forgrowing

6. How seeds are scattered

a. Seeds that sail in the wind because they have thinwings

(1) Box Mder (5) Wafer Ash(2) Elm (6) White Ash(3) Maple (7) Linden (basswood)

(4) Pine

b. Seeds that sail in the wind because they have parachutesor plumes

(1) Aster (6) Goldenrod(2) Cattail (7) Milkweed(3) Clematis (8) Sycamore

(4) Cottonwood (9) Thistle(5) Dandelion

c. Tumbleweed is rolled by the wind

d. Seeds that have barbs and are carried by animals

(1) Bur marigold (beggar's lice or sticktight)(2) Cocklebur(3) Devil's Claw(4) Orassbur(5) Sandbur(6) Spanish Needle

e. Seeds that travel on the water

(1) Coconuts(2) Seeds dropped by plants growing near the water

f. Seeds eaten by animals or hidden by animals for futureuse

(1) Acorns(2) Berries(3) Cherries

14

(4) Nuts(5) Small Fruits

g. Sesds that are scattered by explosion

(1) Gorse(2) Jewelweed(3) Touch-Me-Not

(4) Violet(5) Witch Hazel

7. Animals which help scatter seeds so that new plants areable to grow depend upon these plants for their food

8. Plants help protect the soil fron erosion

9. Plants provide beauty for us to enjoy

10. Plants provide homes and protection for animals

11. Most plants return nutrition to the soil in their life cycle

12. Some plants are considered pests because they are not edibleby animals, do not restore nutrition to the soil, or crowdout more desirable plants

13. It is not tilways easy for plants to live and grow. Theyhave many enemies which kill them or kelp them from growing

a. Harmful Insects

b. Drought

c. Floods

d. Disease

e. Others

14. If we are careless, we can be enemies of plants, too

a. Picking too many wildflowers so that not enough seedsare left to make new plants

b. Disobeying game laws

c. Carelessness with camp fires

d. Overgrazing

e. Others

15. Let us decide that as we grow up we will help keep our countrygreen

5 POOR ORIGINAL COPY 1111

AVAILABLE AT TIME FWD

16. Let us learn and practice the Conservation Pledge

17. Significance of range conservation

a. Ranges can be conserved

b. We depend upon ranges for food for our wildlife

c. Range conservation is an individual responsibility

d. Range conservation is the obligation of one generationto the next

18. Study of local range conservation practices

a. Local needs

b. Effectiveness of local practices

c. Needed Improvements

C. Activities

1. Field trips

2, Laboratory experiences and demonstrations

3. Pupil reports

Li. Preparation of exhibits

D. Continuity through the grades

This unit is related to the study of life science. Life scienceis taught in the elementary grade. It is also taught in juniorhigh school. Other units in range and wildlife conservation areproposed for the junior high school as well as for the seniorhigh school

VI. Evaluative procedure

A. Paper and pencil test

Questions should be constructed so as to determine whether thegeneral and specific objectives have been reached

B. Class discussion in which children are motivated to answer oralquestions

C. Composition exercise with these suggested topless

1, "Why Wild Plants are Important"

2, "How Nature Scatters Seeds"

6

3. "How Animals are Important to Plants"

L. "How Plants are Important to Animals"

5. "How to Keep Our Country Green"

6. "My Job in Conservation"

7. Why Conservation is Important to Everyone"

D. Physical cheek to see if available resource materials wereadequately used

1. Do you have materials that were not used?

2. What additional materials were needed?

V. Bibliography

A. Printed Materials

1. Baker, Arthur 0., Grace C. Maddux, and Helen B. Warrin,In Your Neighborhood, HAM McNally and Company, 1955. (Book)

2. Blow, Glen O., and Marjorie Campbell, Making and UsingClassroom Science Materials in the Elementary PW430,9 TheDryden PreiT-W., 1955. (BOORT

3. Blough, Olen 0., Julius Schwartz, and Albert J. Huggett,Elements School Science and How To Teach It, The DrydenPress, Inc., .733R)

1.9 Buck, Margaret Waring, In Woods and Field, Abingdon Press,1950. (Book)

5. Comstock, Anna Botsford, Handbook of Nature Study, ComstockPublishing Associates, 1939. Wook7-

6. Craig, Gerald S.,Ginn and Company,

7. Craig, Gerald S.,Ginn and Company,

Science for the Elementary-School Teacher,1958. (Book)

and Etheleen Daniel, Science Around na,1958. (Book)

8. Dickenson, Alice, The First Met of Plants, Franklin Watts,Inc., 191lb. (Bookr-

9. Disney, Walt, Naturels Half Acre, Golden Press, 1958. (Book)

10. Doane, Pelagic:, A Book of Nature, Oxford University Press,1952. (Book)

7

11, Dowling, Thomas I., Kenneth Freeman, Nan Lacy, andJames S. Tippett, The New Seellgi La.,* The John C. WinstonCompany, 1957. (Book)

12. Foster, Willene K., and Pearl Queree, Seeds Are WonderfulMelmont Publishers, Inc., 1960. (Book)

13. Frasier, George Willard. Helen Dolman MacCracken, andDonald Gilmore Decker, [slim New Things, The L. W. SingerCompany, 1959. (Book)

14. Garden Club of America, "The World Around You", TheConservation Committee, 598 Madison Avenue, New York 22,New York. (Educational Packet)

15. Oates, Richard, True Book of Conservation, Childrens Press,1959. (Book)

16. Gottsho, S., The Pocket Guide to Wildflowers, Pocket Books,1951. (Book)

1?. Huntington, Harriet E., Let's Go Outdoors, Doubleday, 1939.(Book)

18. Kane/ Henry B., The Tale of a Meadow, Alfred A. Knopf, Inc.,1959. (Book)

19. Minor, O. Irene S., The True Book of Plants We Kroll,Children's Press, 19557 (Book)

20. National Geographis Snoieth Th3 Book of Wild Flo_ wers,1933. (Book)

21. Palmer, Ephraim L., Field Book of Natural History,MoOrawHill Book Company, Inca-19 077E0°k)

22. Parker, Bertha M., Saying Our Wildlife, Row, Peterson, andCompany, 1944. (Bookj---

23. Partridge, James, Natural Science Through the Seasons,The Macmillan Company, 1955$ (Book)

24. Paull, Grace, Come to the Country, Abelard-Schuman, Limited,1956. (Bock)

25. Podendorf, Ills, True Book of Weeds and Wild Flowcrs,Children's Press, r9;577Bookr"--

26. Schneider, Herman and Nina, Science for Here and Now,D. C. Heath and Company, 1961. /13450VT-

8

B.

27. Selsam, Millicent, Play with Plants, William Morrow andCompany, Inc., 1949. -03727

28. Selmam, Millicent, ?lay With Seeds, William R. Morrow andCompany, Inc., 1957. (Book7

29. Shuttlesworth, Dorothy F., Exploring Nature with Your Child,Garden City Books, 1952. (Book

30. Smith, F. C., The First Book of Conservation, Franklin Watts,Inc., 1944. (Bookr---

31. Spenser, Edwin Rollin, Just Weeds, Scribner's and Sons,1957. (Book)

32. Thorn, Samuel A., and Irene Harbeck, Let's Look Around,Benefic Press, 1957. (Book)

33. Watson, Jane Werner, Wonders of Nature, Simon and Schuster,Inc., 1958. (Book)

34. Webber, Irma E., Travelers All, William R. Scott, Inc.,1944. (Book)

35. Zim, Herbert S., Plants, Harcourt, Brace and Co., Inc.,1947. (Book)

1. Churchill-Wexler Film Productions, "Wonder of Plant Life"(Film 11 min. Color)

2. Coronet Instructional Films, "Seeds Grow Into Plants"(Film 11 min. Color)

3. Gateway Productions, "From Seeds to Plants" (Film 10 min.Color)

4. Jam Handy Organization, "Seeds Travel" (Filmstrip)

5. McGraw-Hill Book Company, "How Plants Live and Grow"

6. McGraw-Hill Book Company, "Let's Learn About Seeds"

7. Society for Visual Education, "Conservation for Beginners"(6 Filmstrips)

8. Society for Visual Education, "Finding Out How Plants Grow"(Filmstrip)

9. United World Films, "How Seeds Germinate" (Film 6 min. b/w)

10. Young America Films, "How Seeds Are Scattered" (Film11 min. b/w)

9

CONSERVATION PLEDGE

I give my pledge as an American to save

and faithfully to defend from waste the

natural resources of my country--its

soil and minerals, its forests, waters

and wildlife.

10


Wildlife and Conservation

Primary Level

Correlate with Social Studies and Science

Wildlife and Conservation

I. Area: Wildlife and Conservation

II. Topic: Wildlife Is Valuable To Man

III. Objectives:


1. To develop an understanding of the meaning of the term"natural resources"

2. To develop an understanding that conservation means thewise use of our resources

3. To develop an understanding that the effectiveness ofour conservation program depends on the attitude of ourcitizens

4. To develop an understanding that some natural resourcesare renewable and some are not

B. Specific Objectives

1. To develop an understanding that all wildlife must haveample food, cover, protection from enemies, and a placeto raise its young

2. To develop an appreciation for the aesthetic, sport,and recreational values of wildlife

3. To develop an understanding of what is meant by the termwildlife

4. To develop an understanding of the economic importanceof wildlife

5. To develop an understanding of the simple facts aboutthe most important species and their daily needs

6. To develop an understanding of the factors which helpmaintain a proper balance of wildlife

IV. Introduction to the topic

A. Questions relative to what children already know about thetopic

1. What is meant by the term wildlife?

2. Name some kinds of wildlife found in Texas

3. Name some kinds of wildlife found in your county

4. How is wildlife protected?

5. What kind of wildlife do we have near our community?

B. Thought provoking questions

1. Who should enjoy wildlife and want to protect it?

2. How do men and animals depend on each other?

3. Can you name some animals that are harmful and some thatare helpful?

1. Where do the wild mammals and birds live?

C. Charts

1. Let children make a chart or freehand posters showingvarious types of wildlife

2. Make posters depicting animal, homes

3. Make a list of some enemies of wildlife

V. Body of the Unit

A. Procedure

1. Bulletin board displays

a. Different pictures of animals

h. How man is using wildlife

2. Show films -- introduce them and discuss them afterwards

3. Present and discuss specific problems related to wildlife

4. Activities

5. Evaluation

B. Content

1. Define wildlife: Wildlife might be defined broadly asconsisting of all forms of living things other than manand his domesticated animals

2. The values of wildlife

a. Provides recreation

2

b. Used for food

c. Adds to the beauty of nature

d. Brings business to communities

3. Plants and animals help each other

a. Animals eat plants

b. Animals live where they can find food

c. Animals live where they can find protection

d. Animals help scatter plant seeds

4. Enemies of wildlife

a. Foxes, owls, and snakes eat rabbits

b. Dogs and man hunt rabbits and foxes

c. Birds are killed by cats and man

5. How wildlife is hindered by man

a. Man hunts animals for food and clothes

b. Homes of the wildlife may be destroyed when forestsare cut

c. Enemies of the wildlife, such as dogs and cats, aresometimes aided by man

d. Man sometimes kills rare animals

6. How man helps wildlife

a. By protecting forests

b. By protecting water resources

c. By obeying laws protecting wildlife

(1) On game refuges

(2) Hunting restrictions

7. Major forms of wildlife in Texas

a. Game birds

b. Game mammals

3

c. Food and game fishes

8. Common examples of wildlife in Texas

a. Cardinal

(1) A woods bird -uses overgrown fence rows, brushpatches, low thick shrubs, and small trees forits home

(2) The cardinal eats hackberries, mistletoe, wildhaws, and many ather fruit and berries

(3) The cardinals are famous singers

b. Wild turkey

(1) Ground dwelling bird

(2) Color - generally black with a coppery bronzeiridescence on the neck and breast, and the headvaries from red to purplish blue

(3) Food - seed bearing plants of a wide range suchas berries and fruits. grasshopers are afavorite food

(4) Uses - this bird furnishes sport, recreation,and food to man. wild turkeys help controlgrasshoppers and this results in the protectionof crops

c. Jackrabbit

(1) Lives in the open prairies

(2) It depends for food on grass and other plants,such as mesquite, hackberry, prickly pear, anda wide variety of forbs and grains

(3) Uses - it provides a food supply for hungrypredatory birds and mammals which would other-wise attack and destroy the farmers' poultryand other domestic animals. it furnishessport for dog owners

d. White-Tailed deer

(1) Lives in deep woods, swamps of river bottoms,live oak thickets, brushy canyons, or on Spanishoak-covered hills

(2) It feeds on acorns, pecans, western hackberry,and various kinds of grasses and seasonal forbs

it

(3) Uses: its most important use is furnishingsport, recreation and food for sportsmen

e. Raccoon

(1) Lives near wooded areas around ponds and alongstreams in almost every county in Texas

(2) Food - its favorite foods are crayfish, fish,grasshoppers, fruits, berries, and sweet corn

(3) Uses: the raccoon is one of the six importantfur animals in Texas. raccoon skins are usedto make a variety of fur garments. huntingraccoons at night with dogs is a favorite sportin many parts of the State

f. Mockingbird

(1) It lives in the rural areas of the farmsteadsand the wilds of the ranch country. it is alsoseen about city streets and dooryards

(2) For food, it eats grasshoppers, ca44-1rpillars,berries, and kinds of wild fruit

(3) Uses: its song has marked it as the south's mostfamous singer. it has been adopted as the StateBird of Texas

C. Activities

1. Excursion - observe forms of wildlife and where theylive

2. Introduce film (Common Animals of the Woods), show it,and then discuss it

3. Use posters

a. Animals and their homes

b. How animals are helpful

c. Animals in your community

4. List net' oral vocabulary words:

Natural resource

Conservation

Nature

Environment

5. Draw freehand pictures of kinds of wildlife

6. Make riddles about wildlife animals:

I am about the size of a small dog

I am dark gray and brown body color

I like to wash my food before I eat it

What am I

7. Make a bird house


This unit is related to social studies. Its primarypurpose is to help children understand that we need tocare for and protect our wildlife. It can be correlatedwith science, reading, and other subjects through theelementary grades

VI. Evaluation

A. Review questions in the introduction

B. Physical check to see if available resources were adequatelyused

a. Do you have materials that were not used?

b. What additional materials do you need?

VII. Bibliography

A. Books

Beauchamp, Wilbur. How Do We Know. Scotts, Foresman andCompany. 1957

B. Bulletins

Making Land Produce Useful Wildlife. Farmers' Bulletin No. 2035Washington, D. C.: U.S. Department of Agriculture

C. Pictures of Animals - Texas Parks and Wildlife Department,Austin

6

D. Filmstrips

Animals U212 Us

Animal Homes

Textbook Film Dept.,McGraw-Hill Book Co.,330 West h2nd Street,New York 36, New York

E. Films

Common Animals of the Woods - 1979

Life Along the Waterways - C 5216

Educational Motion PicturesUniversity of TexasVisual Instruction BureauAustin, Texas


Why We Need Water

Rvimary Level

Correlate With Science and Geography

Why We Need Water

I. Area of Conservation Involved: Water Conservation

II. Topic: Why We Need Water

III. Objectives

A. General objectives

1. To understand the meaning of the term "natural resource"

2. To understand that conservation is 1,11P: wise use of ournatural resources

3. To understand mans dependence upon natural resources

4. To understand that all living things nerd water

B. Specific objectives

1. To understand that all living things are dependent uponwater for their very existence

2. To understand some of the uses of water

3. To understand what happens to rain after it falls to the earth

4. To develop a knowledge of our sources of water

5. To understand how rainfall and water effect our community

IV. Introduction

A. Introduction of terms

resource rainfall evaporatemoisture well pumpriver lake streamcreek dam pondbrook drain irrigationwet sprout dryrecreation waste soil

erosion reservoir transpirationdischarge aquifer infiltrationrun-off pollution percolation

B. Motivation

1. Discuss vacation activities and experiences that will bringup the subject of water, e.g., a visit to a dam, lake, orriver or activities such as swimming, boating, or fishing

2. Bulletin board dispaly

a. Different uses of water

1

3. Demonstrations

a. Place an equal amount of water in several open containerson a window ledge or table. Observe them for several days.

What happens to the water? Cover one dish with a film of

oil. Saturate another with salt

b. Place an equal amount of water in two fruit jars that arethe same size. Put a lid on one jar. Leave the other open.

Stand them side by side for several days and compare waterlevel

c. Wet a piece of cloth and hang it out to dry. Discuss what

happens to the water

C. Questione designed to determine what students already know aboutwater

1. How do you use water?

2. Where does our water come from?

3. What is a well?

4. What is evaporation?

5. What is irrigation?

D. Thought-provoking questions

1. Where does water come from?

2. Where does water go when it rains?

3. Do all animals need water?

4. Do all plants need water?

5. How is rain useful?

6. How does water get into the water pipes?

7. What is a dam and what is it used for?

8. Why is some natural water unfit for use?

V. Body of Unit

A. Procedure

1. Bulletin board display

2. Ask questions to find out what children already know

3. Ask thought-provoking questions

2

4. Show films

5. Present content

6. Class discussion

7. Demonstrations

B. Make scrapbook

9. Review questionsa. Questions designed to find out what children already

knowb. Thought-provoking questions

10. Evaluative procedures

B. Content

1. Water - a resourcea. Next to air water is our most important resource for

survival. You can live longer without food than youcan without water

2. Uses of watera. Homes

(1) To drink, bathe, wash clothes, cook, for gardensand lawns

b. Farmers and Ranchers(1 Water for animals(2 Water for grass(3 Irrigation for crops

c. Industries(1) Water is industry's moat important raw material

d. Recreation

(3ISwimming

(2 BoatingFishing

e. Transportation by water(1) Important to many communities

f. Generation of electrical energy

3. All living things must have water to livea. Peopleb. Animalsc. Plants

4. Where water goes when it falls to the earth?a. Goes into the groundb. Evaporatesc. Runs into creeks, streams, and rivers

(1) Small dams on creeks and streams(2) Larger dams on rivers(3) Some water goes into the ocean

d. Transpires

3

5. Where do we get the water we use?a. Wellsb. Riversc. Lakes

6. Some ways water is wasteda. Leaky faucets and leaky pipesb. Wasting water at home through misusec. Farmers waste water through misuse, e.g., poor design

of stock tanks, and poor irrigation practicesd. Through pollution

7. How rainfall effects our communitya. Not enough rainfall

(1) Rivers and lakes become low or dry up(2) Water level in wells drop(3) Grass on range becomes scarce. Livestock and

wildlife may not have enough food or water(4) Farmers crops fail because of lack of water

C. Activities

1. Prove that seeds need water to sprout. Plant seeds intwo containers, one with dry soil and the other in wet soil

2. Prove that plants need water to live. Place plants in twocontainers. Give one plenty of water and the other verylittle to start with and then quit giving it any. Let

children observe

3. Collect pictures and make scrapbook showing as many usesof water as you can

4. Plan field trip to farm and some industry to show how theyuse water

5. Have some person who drills wells come talk to the children

6. Construct dam site on a sand table. The general view will

be that of a canyon river with the dam built between papiermacho mountains. The dam and all surrounding buildings willbe made from tag board. Water will be represented by mirrors,the edges of which will be covered by sand and mache mountains.The mirror at the back of the dam will be raised to show waterelevationThe materials needed for this are the following:a. Sandb. Tagboard or cardboardc. Two oblong mirrorsd. Materials for papier mache

(1) Newspaper(2) Paper towels(3) Wheat paste and water

VI. Evaluative procedures

A. Oral response to questions

B. Has this unit been of value in stimulating general interest?

C. Has it stimulated natural curiosity about the importance ofwater, so that children will want to learn more in later grades?

D. Did the children better understand water as a natural resourceat the conclusion of the study?

VII. Bibliography

BoOks

Bennett; Elements of Soil Conservation, McGraw Hill Book Co.,New York, New York, 1955

Huberty and Flock; Natural Resources, McGraw Hill Book Co.,New York, New York, 1959

Renner; Conservation of National Resources, John Wiley and Sons,New York, New York, 1942

Shirley; Conserving Natural Resources, McGraw Hill Book Co.,New York, New York, 1959

Films

Adventures of Junior Raindrop, U.S.D.A., S.C.S., First NationalBank Building, Teeple

Water) 11 min., sound, b & w, U.S.D.A., S.C.S., First NationalBank Building, Temple

Bulletins

U.S.D.10 A Primer on Water, U.S. Dept. of Interior GeologicalSurvey, U.S. Government Printing Office Washington

U.S.D.I.; A Primer on Ground Water, U.S. Department of InteriorGeological Survey, U.S. Printing Office, Washington

U.S.D.A.; Water for Farm and City, December, 1960, PA-411, U.S.Government Printing Office, Washington

U.S.D.A.; Becreation in Small Watershed Projects, February, 1964,PA-610, U.S. Government Printing Office, Washington

U.S.D.A.; Agricultural Land Resources, Agriculture InformationBul. No. 263, Washington

5

V

T.E.A.; How Can We Meet Our Water Needs?, Austin

The publications below are available from the Texas Water Commission,Austin, At the present time there are insufficient copies to make adistribution to all schools. Copies will be furnished on requestas long as they last

The 25th Biennial Report of the Texas Water Commission

The 26th Biennial Report of the Texas Water Commission

Circular No. 64-03, "Publications of the Texas Water Commission as ofDecember 31, 1964"

Bulletin 6404, "Conservation Storage Reservoirs in Texas, Some Aspectsand Chronology of Surface-Water Resources Development"

Bulletin 6403, "Fifty Years of Water Development in Texas"

Bulletin 6408, "Dams and Reservoirs in Texas - Historical and Descrip-tive Information"

Circular 63-03, "The Development of the Science of Hydrology"

A Plan for Meeting the 1980 Water Requirements of Texas"

6

4)

OOLiJ

AN INSTRUCTIONAL UNIT

THE IMPORTANCE OF SOIL

AND

HOW IT CAN BE LOST

Upper Primary or Lower Intermediate Level

Correlate with Science or Geography

I. Area of Conservation Involved: Soil Conservation

II. Topic: The Importance of Soil And How It Can Be Lost

III. Objectives

A. General objectives:

1. To understand the meaning of resource2. To understand man's dependence upon resources3. To understand that some natural resources are

renewable and some are not

4. To understand that man's survival depends upon,:he conservation of our resources

5. To understand that conservation means the wiseuse of our resources

6. To understand that conservation may provide moreresources for more people for a longer period of time

B. Specific objectives:

1. To understand that soil produces a large portionof the things essential to man's survival

2. To understand that soil is a major source ofall wealth

3. To understand that soil and water produce most ofman's livelihood

4. To understand that soil resources can be damaged ordestroyed through unwise conservation practices

5. To understand that soil (may be) a renewable resource6. To understand that man profits moot when he understands

and complies with natural laws

IV. Introduction

A. Motivation

1. Take a walk around the school campus observing thesoil, and have a discussion on soil characteristics.(If possible show the children some type of erosion)

2. Discuss plant life3. Bring soils of various types to school

H. Questions designed to determine what students already knowabout soil

1. Where do plants live?2. noes soil ever wash or blow away?

3. What are some things we get from soil?

4. How many things in this room came from the soil?5. Are there different kinds of soil?6. What do plants need besides soil to grow?

1

4

C. Thought provoking questions

1. Why do some areas of the school ground have grasswhile others do not?

2. Why does the soil wash or blow away more in someplaces than in othors?

3. How can we keep the soil from washing or blowing away?4. Why is there nothing growing on the steep sides of a

gully?5. What are some things we get directly from the soil?6. What are some things we get indirectly from the soil?

D. Films

1. The Golden Secret, S.C.S., 7 min., sound, color,First National Bank Building, Temple, Texas

V. Body of Unit

A. Procedure

1. Gbserve soils around the school2. Discuss plants growing in the area3. Ask questions to find out what children already know

4. Ask thought provoking questions5. Show film6. Present content

7. Carry on class discussion8. Perform demonstrations9. Present oral reports

10. Review questionsa. Questions designed to find out what children already

knowb. Thought provoking questions

11. Evaluate procedures

B. Content

1. Extent and damage of erosiona. It is estimated that erosion has already ruined for

probable cultivation one-fifth of the tillable landin this country

2. Need for conservationa. Our population increases while our good land decreasesb. We must conserve what land we have left

3. Rainfall and erosiona. Extent of erosion is determined by:

(1) how fast rain falls(2) How much rain falls

2

(3) The slope of the land

(4) The plant cover on the land(5) The kind and condition of the soil

4. Effect of slope on erosiona. Steepness affects erosionb. Length and shape of slope affects erosionc. In general the greater the slope the greater the

amount of erosion

5. Effect of plant cover on erosiona. A good cover of vegetation on the soil is the best

protection against erosionb. The denser the vegetation the better

6. Terraces to control erosiona. A terrace is usually a low ridge of soil or a

channel erected across sloping fields for thepurpose of holding water

b. Terraces slow the water down, thus allowing moretime for water to soak deeply into the soil

7. Farming on the contoura. Rows or furrows are made with the contour of the

land. This slows the water down and increases thewater intake in the soil

8. Use of land according to its capabilitiesa. Not all land is suitable for cultivationb. Rangeland should not be overgrazed

9. Living in harmony with nature

C. Activities

1. Obtain two wooden boxes about one foot square and threeor four inches deep. In one box place only soil. In

the other box place soil that has grass growing on it.Fix both boxes so that when tilted, water running to theend will funnel out in one place. Tilt both boxes andsprinkle water in the boxes. Catch water running off in

two fruit jars. Observe that water running off the plainsoil is muddy while the water from the soil with grass onit is almost clear

2. Tilt the box with only soil at different angles. Sprinklesoil at the different angles showing the children that thesteeper the slope the more the soil washes away

3. Make small ridges in the soil and sprinkle. Show children

how the water is slowed down

3

4. Dig up a piece of sod six inches square and weigh it.then wash all the soil off the roots and weigh again.Observe how much soil was held by the roots

5. Study the root system of kinds of grass on or near theschool yard by digging up clumps of the different grasses

6. Build a model farm or exhibit showing the effects of soilerosion, deforestation, over-grazing, and other poorfarming methods

7. Invite a man from the Soil Conservation Service to cometo talk to class

VI. Evaluative procedures

A. Oral response to questions

B. Has this unit been of value in stimulating general interest?

C. has it stimulated natural curiosity about the importance ofsoil, so that children will want to learn more in later grades?

D. Do pupils realize:1. How dependent we are upon soil?2. Why soil should be taken care of?3. How soil is lost?

E. Did the children better understand soil as a natural resourceat the conclusion of the study?

VII. Bibliography

A. Books

1. Bennett; Elements of Soil Conservation, McGraw Hill BookCo. New York, New York, 1955

2. Donahue; Our Soils and Their Management, The InterstatePrinters and Publishers Inc., Danville, Illinois, 1961

3. Huberty and Flock; Natural Resources, McGraw Hill BookCo., NeW York, New York, 1959

4. Renner; Conservation of National Resources, John Wileyand Sons, New York, New York, 1942

5. Our Land is Our Life, State Supt., Columbus, South Carolina

B. Bulletins

1, U.S.D.A., Soil Conservation at Home, S.C.S., Agr. Inf. Bul.No, 244, Washington

2, U.S.D.A., Dust Storms, Leaflet No. 260, Washington3, tI.S.D.A., Know Your Soil, S.C.S., Agr. Inf. Bul. No. 26 ?,

'.:ashington

4. U.S.D.A., How to Control a Gully, Farmers Bul. No. 2171,Washington

5. U.S.D.A., Conquest of the Land Arough 7.000 Years, Agr.Inf. Bul. No. 99, Washington

6. U.S.D.A., Soil Erosion, Agr. Inf. Bul. No. 260, Washington

7. U.S.D.A., Agricultural Land Resources, Agr. Inf. Bul. No.263, Washington

C. Films

1. The Golden Secret, U.S.D., S.C.S., 7 min., sound, color,First National Bank Building, Temple, Texas

2. Food and Soil, U.S.D.A., S.C.S., 10 min., sound, color,P. 0. Box 417, Temple, Texas


The Importance Of Trees

Intermediate Level

Correlate With Geography

The Importance Of Trees

I. Area of Conservation Involved: Forests

II. Topic: The Importance Of Trees

III. Objectives


1. To develop an understanding of man's dependence upon trees,one of our important natural resources

2. To develop an understanding that forest conservation meansthe wise use of our forest resources

3. To develop an understanding that good forest conservationpractices may provide more natural resources for more peoplefor a longer period of time

4. To develop an understanding that forest conservationpractices exemplify man living in harmony with nature

5. To develop an understanding that the effectiveness of ourforest conservation program depends on the attitude of ourcitizens

6. To develop an understanding that all living things areinterrelated and interdependent

B. Specific Objectives

1. To develop an appreciation of the aesthetic value of treesand forests

2. To develop a knowledge of the many products we get from treesand the many other economic values of forests

3. To develop an appreciation of the need to protact forests

14. To develop an understanding of what constitutes wise andefficient use of our forests

5. To develop an understanding of the inter-relationships offorests to soil, water, wildlife, and people

6. To understand how a tree grows, matures, and reproduces

7. To understand the part the individual citizen plays inprotecting the forests

IV. Introduction

A. Interesting bulletin boirds and displays

B. Questions related to what children know about trees

1. What is our state tree?

2. What trees grow in our neighborhood?

3. What are the direct benefits of trees in terms of the productsthey give to man? What products from the tree can be found inthe classroom?

14. In what ways do trees benefit nan socially?

5. What are the three major parts of a tree?

6. What are some enemies of trees?

7. How are trees damaged?

C. Thought-provoking Questions

1. What would we do without wood or wood products in the home (aspaper in cereal boxes; newspaper; chairs; tables; etc. etc.)

2. What would our world be like without trees?

3. Can man be considered an enemy of trees?

D. Charts

1. What We Get From Trees

2. How A Tree Grows

3. How Fire Damages Trees

E. Books, Brochures, Bulletins, Pamphlets, Films

Books

Edwards, Paul Grey and James W. Sherman. Nature Activity Readers

Boston: Little, Brown and Co

Hylander, C. L. New York: Macmillan Co., 1942-43Out of Doors in AutumnOut of Doors in SpringOut (7,7 Doors in WinterOut of Doors in Summer

2

Parker, Bertha Morris. Basic Science Education Series.Evanston, Ill.: Row, Peterson and CoFire, 1941Leaves, 1949Trees, 1941

Brochures, Bulletins, Pamphlets, Films

Forests and Forest Industries, American Forest ProductsIndustries, Inc., iB16 North Street, N. W.,Washington, D. Co, 1958-59

Bibliography of Forest Industry Education Materials,American Paper and Pulp Association, 102ZW42ndStreet, New York

Audubon Nature Bulleting Series, National Audubon Society,New York

Cutting Woodlands; Forest Fires, the South's Great Enemy;How Paper Comes from Trees; Using Our Tree crop Wisely;Where Does Our TimberTOT; Southern PulpwooaanservationAssociation7T2WNagEFee Street, N. E., Atlanta 5,

Georgia

Forestry Principles for Elementary Schools (Bul. 43);Pupil, Activities in Forestry and Related Conservation(Bul. 377757-gg and Poets See Thgii-TaF. 32); TexasForest ServreVarreErnation

Products of American Forests; Teaching Conservation in theElementary Schools, United States Dept. of Agriculture,United States Forest Service, Washington

Forest Trees of Texas - How To Know Them (Bul. 20), TexasForest Service, College Station (47W

Films

pan of a Tree; Little Smoky; The Forest Grows; The ForestProduces, Encyclopedia Britannica Films, Inc.,112 Central Avenue, Wilmette, Illinois

F. Demonstration

1. Arrange for demonstration by a resource person from theTexas Forest Service

3

V. Body of the Unit

A. Procedure

1. Eye-catching bulletin board and display

2. Questions designed to find out what student knowsabout the subject

3. Thought-provoking questions

14. Presentation of Content

a. Class discussion led by teacherb. Demonstration led by resource person

5. Activity Program

6. Evaluative Procedure

.B. Content

1. How Trees Grow

2. Kinds of Trees

a. Trees in the neighborhoodb. State treec. Other important trees in Texas

3. Value of Trees

a. Foodb. Wildlife habitatc. Lumber and wood Fiber productsd. Wind end water erosion controle. Stream pollution preventiong. Recreationh. Aesthetic values

4. Enemies of Trees

a. Fireb. Insectsc. Diseased. Other

5. How We Can Protect Our Trees

1. Make diorama of trees in the different seasons

2. Make leaf Pictures

14

3. Write stories

a. "Kinds of Trees"b. How Trees Help Usc. Enemies of Trees

4. Make short field trip

5. Plant tree on schoolyard for Arbor Day

VI. Evaluative Procedure

A. Oral questions and discussion to determine whether ornot the objectives have been reached

B. Written stories

VII. Bibliography

Books

Weaver, Howard E. and Anderson, D. A. Manual of Southern Forestry,Danville, 111. The Interstate Printers and Publishers, 1954.368 pp

Elliott, Charles N. and M. D. Mobley. Southern ForestryAtlanta: Turner E. Smith and Co., I9jg7-794 PP

Sellars, David K., William M. Longnecker, and Mamie EpplerNature's Wonderland. Dallas: The Southern PublishingCo., 1938. P. 97-101

Bulletins and Pamphlets

American Forest Products Industries, Inc., 1816 North Street,N. W., WashingtonIt's a Tree CountryThe Forest Adventure of Mark Edwards

California Association for Outdoor Education, Sacramento, Calif.Teaclling Conservation and Natural Science in the Outdoors

Texas Forest Service, College StationForest Resources of East TexasPecan and Other Trees of TexasTexas Forestry Laws

United States Dept. of Agriculture, Forest Service, WashingtonEdible Fruits of Forest TreesEnemies of the ForestsMaking raper from TreesWhy Leaves Change The ColorWildlife HabitatWood-The Material of a Thousand Uses

5

0.

AN INSTRUCTIONAL UNIT

TEXAS MINERALS(Petroleum)

Intermediate Level

Correlate with Social Studies or Science

I. Area of Conservation involved: Minerals (Specifically Petroleum)

II. Topic: Man's Dependence Upon Mineral Resources

III. Objectives:

A. General

1. To develop an understanding of the meaning of a mineral

resource.

2. To create an awareness that some resources are renewable

and some are non-renewable.

3. To encourage curiosity as a beginning to scientific research.

4, To develop the understanding that mineral conservation in-

volves wise use and sound management by man.

B. Specific

1. To enable the student to gain 3 more thorough knowledge of

minerals, their importance and location, in Texas.

2. To develop the understanding that the use of mineral

resources has changed and is changing.

3. To stress the importance of the individual's responsibility

in the conservation of petroleum.

4. To increase the student's knowledge of the importance and

usefulness of oil in everyday life.

5. To stress that conservation of oil and gas as a non-renewable

resource depends on sound recovery practices.

6. To create an awareness of the many many minerals consumed

daily by each individual.

IV. Introduction of Unit:

A. Motivation

1. Pulletin board displays consisting of charts or maps to

show location of resource in state and/or nation or world.

2. Bulletin board displays consisting of pictures or drawings

to describe the exploration, productizn, transportation and

manufacturing necessary before oil can be used by man.

3. Show films such as:Conserving a HeritageMan on the LandNon-Stop to Everywhere

4. Demonstration or lecture by resource person from oil industry.

5. Class discussion.

6. Some questions to stimulate student thinking:

a. What are the most important sources of energy in Texas?

b. How is the school building heated?

c. What are minerals? What is petroleum?

d. Are minerals renewable or non-renewable? Why?

e. List the things around you that are made entirely or

in part from minerals. Petroleum.

f. Of what is oil made?

g. How many times today have you used a product made

from petroleum?

V. Body of the Unit

A. Procedure

1. Developing the material

a. Set aside a corner for a classroom display of a mineral

and rock collection. Include samples of petroleum.

b. Display charts on bulletin board.

c. Have an information center and display pictures, magazines,

pamphlets and specimens of some common minerals such as oil,

salt, sulphur.

d. Build a model oil derrick.

e. Let students submit written questions that they would like

to have answered about the resource.

f. Present questions listed above.

g. Use audio-visual aids.

h. Have a resource speaker.

B. Content

1. Vocabulary (terms peculiar to the industry)

roustabout Petro- chemicals

roughneck seismographdog house gusherpumper pumping stationdriller derrickmandry hole cat-crackerduster kellywildcat pigsitting on a well mud 4,christmas tree casingpumping jack tank farm

2. Occupations closely related to the petroleum industry

geologists seismogists

engineers stenographers

geophysists chemists

salesmen

3. Products, by areas, derived from this resource

natural gas lubricating oils and greases

napthas coke

white oils refined oils (such as jet fuel,

petrolatum gasoline, kerosine)

residual fuel asphalt

carbon black waxes

C. Activities

1. By thorough examination of maps notice the relation be-

tween mineral and petroleum deposits to population.

2. Map the major oil production areas in Texas.

3. Invite one or more resource people to speak to the class.

4. a list of equipment needed to drill an oil well.

5. Examples of student reports to be written or presented

orally to the class:

"How Oil is Found""History of Early Oil Booms in Texas""Spindletop""How Oil Travels Through Rock""Building a Pipeline""Conservation of Petroleum"


This unit is related to the study of petroleum (minerals

section) which is taught on the elementary, junior and

senior high school levels. At each level the study be-

comes more specialized.

VI. Evaluative Procedures

A. Class discussion in which students are motivated to answer oral

questions.

B. Paper and pencil test. (The questions should be constructed so

as to determine whether the general and specific objectives have

been reached.)

C. Physical check to see if available resource materials were

adequately used.

1. Does the teacher have materials that were not used?

2. What materials are needed as replacements or additionals?

VII. Bibliography

Adventures in Petroleum Science. Dallas: Oil Information Committeeof Texas Mid-Continent Oil and Gas Association, 2920 SouthlandCenter, n.d.

Burton, Mary Jane. The Story of Oil. New York: American PetroleumInstitute, 1271 Avenue of the Americas, n.d.

Clark, James A., and Michel T. Halbouty. Spindletop. New York:Random House, 1952.

Conservation in the Texas Petroleum Industry. Dallas, Texas: OilInformation Committee of Texas Mid-Continent Oil and Gas Association,2920 Southland Center, n.d.

History of Texas Oil. Dallas: Oil Information Committee of TexasMid-Continent Oil and Gas Association, 2920 Southland Center, n.d.

Schackne, Stewart, and N. D'Arcy Drake. Oil for the World. Secondrevised edition. New York: Harper and Brothers, 1960.

Suggestions for Teaching Conservation. Austin, Texas: TexasEducation Agency, 1955.

Wonders from Oil. New York: Committee on Public Affairs of theAmerican Petroleum Institute, n.d.

Maps and Charts

Science in the Search for Oil. Dallas: Oil Information committee ofTexas Mid-Continent Oil and Gas Association, 2920 Southland Center.

World Map. Dallas: Oil Information Committee of Texas Mid-ContinentOil and Gas Association, 2920 Southland Center, n.d.

Transportation Since 1775. Dallas: Oil Information Committee ofTexas Mid-Continent Oil and Gas Association, 2920 Southland Center.

Texas Oil and Gas Fields Mat. Dallas: Oil Information Committee ofTexas Mid-Continent Oil and Gas Association, 2920 Southland Center.

Texas Oil Pictures. Dallas: Oil Information Committee of Texas Mid-Continent Oil and Gas Association, 2920 Southland Center, n.d.

Films

Barrel Number One, 16mm, sound, black and white, 29 minutes.

Conserving a Heritage, 16mm, color, 161/2 minutes.

Man on the Land, 16mm, sound, color, 16 minutes.

The above films can he obtained from: Oil Information Committee ofTexas Mid-Continent Oil and Gas Association, 2920 Southland Center,Dallas, Texas. (Free on Loan)

The Birth of an Oilfield, 16mm, color, 30 minutes.

The Fossil Story, 16mm, sound, color, 19 minutes.

The above films -an he obtained from: The Shell Oil Company, 450 NorthMeridian Street, Indianapolis, Indiana. (Free on Loan)

document resume texas education agency, …document resume ed 042 639 se 009 765 title institution...

Documents